The Catch-Up Game: WEBINAR RECORDING

Enjoy this recording of my 3/25/2015 webinar for the Cochlear HOPE series, “The Catch-Up Game: Working with Children Who Receive Cochlear Implants Late.” Click CC in the lower right corner for captions. 

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WEBINAR 4/30/2015: Beginning with Babies: Hearing Technology, Family Counseling, and Early Language Development

 

BWB-6

 

SPACES ARE LIMITED.  REGISTER TODAY!

UPDATE 4/17/2015:  Registration is now full.  Due to the high level of interest in this program, we may be offering an encore of the webinar in May.  Stay tuned!

 

Cooking Up Therapy

Cooking is a great thing to do in therapy for many reasons.  It’s a hands-on, multi-sensory experience that most children really enjoy.  Making food is part of any child’s everyday routine, it’s engaging, and you get to eat the fruits of your labor!    What’s not to like?  If you’re stuck in a therapy rut, or just looking for something new to do, why not move your lesson into the kitchen (or bring the kitchen into your therapy room) and cook up some great speech, language, and listening fun?

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Testing, Testing…

Testing and evaluations bring up many emotions in parents and children alike.  Used well, a comprehensive evaluation provides a measure of the child’s progress and a road map for the way forward.  But how are you supposed to untangle the web of jargon and questions surrounding your child’s testing?  Let’s discuss…

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1 + 1 = 3

I often hear from frustrated parents, “My child knows A, my child knows B, so why on earth can’t she make a sentence with A and B together?  I’m pulling my hair out!”  Moving from single words to phrases of two words or more is a significant milestone in language development.  How do we help children achieve this goal?

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Big Goals for Big Kids

A lot of attention in the AVT world is focused on infants and toddlers — detecting hearing loss at birth, fitting them hearing technology ASAP, and getting their families off to a running start with listening and spoken language early intervention.  When all goes well, many of these children can be fully mainstreamed from preschool and have no need for further therapy.  That’s the ideal.  It happens for many children, but not all.  What about children who are identified as toddlers, or implanted late, or have other complicating factors that lead to slower than expected speech and language progress?  What happens when little kids become big kids who still need intervention?

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“That Kid” Who Won’t Sit Still: 12 Tips for Making Therapy Work

We’ve all met “That Kid.”  The one who has seemingly endless energy.  The one you have to brace yourself for before he enters the room.  The one who can never, ever seem to sit still for therapy.  What’s a therapist (or parent!) to do?

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Why Not Baby Signs?

Even parents who have chosen a listening and spoken language outcome for their children often ask, “Should we use baby signs?” just to fill the gap during the time from identification to cochlear implantation, or identification to those first spoken words.  If you’re to believe the media hype, every parent, those of children with and without hearing loss, is doing it.  So what could be the problem?

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AG Bell 2014: Concurrent Sessions

In this recap: Complicated Cochlear Implant Cases and Evidence Based Data to Support Early Cochlear Implantation

Complicated Cochlear Implant Cases
Ted Meyer, M.D., Ph.D.
Meredith Holcomb, Au.D., CCC-A

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A Five Step System to Build Question Answering Skills In Children with Hearing Loss

How many times have you been humming along in a conversation with a child when suddenly, a simple question stops him in his tracks?  Once you get beyond the rote answers to, “What’s your name?” and “How old are you?” many language learners are derailed by novel questions for which they are unprepared.  The problem grows when children are asked to answer questions about material they’ve heard or read.

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